"The story behind the picture"
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Transcript of "The story behind the picture"
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UNED ENCOURAGING ORAL SKILLS IN THE FOREIGN LANGUAGE CLASSROOM THROUGH ART AND CULTURE TASK 2
Adriana Bausells Espin March, 2015
Step Time Focus Procedure + Materials
(students/teacher tasks) Aim
1
Intro.
5 O/C T projects a picture on WB and starts telling SS why he/she likes
it: because I find it / it makes me feel / It gives me a sense
of, etc. T introduces adjectives + structures. (Slides 1-3) SS
listen. Then T asks a couple of students about their own
perceptions: And what do you think about it? How would you
describe it? How does it make you feel? T collects SS
responses and writes down adjs./structures for expressing
feelings/emotions on WB.
Then T asks SS to remember which adjs. (feelings + emotions)
T used in his/her presentation of the picture and writes them
down on WB. T checks all SS know the meaning. T does the
same with the relevant structures for expressing feelings, and
elicits more structures and vocabulary from SS.
To engage SS, to catch their attention by sharing personal feelings, establish rapport and a relaxed atmosphere. To set the topic of the lesson: art as a way to emotions & stories. To provide (recap.) and elicit relevant
vocabulary.
2
TASK 1
10 O/C
PW
T gives SS handouts and explains task. Half of the class is given
handout 1 and the other half handout 2. SS with the same
handout work in pairs. SS now describe the 3 pictures in their
handout and tell each other the feelings/emotions these pictures
provoke in them. SS are expected to use the vocabulary learned
in previous lessons and the one elicited during step 1, as well as
other words which are part of their own lexicon.
SS answer to both questions about the 3 pictures, exchanging
opinions and feeding each other language. T monitors, collects
useful vocabulary and relevant mistakes (i.e. misuse of
adjectives/incorrect forms of adjectives; incorrect/ungrammatical
structures for expressing feelings), and checks SS pace.
When most SS have commented their pictures, T calls their
attention and recaps on their use of the relevant
vocab/structures; comments on common mistakes and provides
new/relevant words produced by the SS to the whole class.
To review the previously learned
vocabulary and apply it in context
(description of works of art/ expression
of emotions provoked by works of art).
To elicit more vocabulary from SS by
giving them the chance to turn to their
own internal lexicon and by
personalizing the content.
To develop oral skills (focus on
accuracy: forms for expressing feelings;
focus on fluency: exchanging opinions
on personal emotions).
To consolidate the use of specific forms
for expressing feelings and emotions
(It makes me feel..: etc.).
3
LEAD-
IN
5 O/C T calls SS attention and presents an example of how to proceed
with the next activity: Looking at [this] picture, I wonder what
had happened [to that girl/that couple/in those streets] before the
painting was done and what was happening in this town?
To introduce the next activity and to
guide SS on how to complete the task.
To present an example of the
necessary language and how to use it
1. TITLE OF THE LESSON: Behind the picture
2. LESSON TYPE: Consolidation/Revision
3. LESSON OBJECTIVES: To consolidate the vocabulary for expressing feelings and emotions
and to develop oral skills in story-telling through paintings.
4. PREVIOUS KNOWLEDGE: adjectives for describing feelings and emotions (source vs.
recipient perspective: adjectives in -ing/-ed; abstract nouns); structures for expressing feelings &
emotions (I find... To me..., It makes me feel.... It gives me a sense/feeling of...); past
tenses (simple, continuous, perfect-simple & continuous); connectors (sequencing, contrast,
consequence, concession; adverbs of manner: suddenly, luckily, unfortunately). SS will have
learned the relevant vocabulary in previous lessons.
LEVEL: B2
(Upper-intermediate)
GROUP: 16-20
students
(teenagers/adults)
DURATION: 60min.
CONTEXT: EFL/ESL
5. LANGUAGE FOCUS: use of adjectives to express feelings and emotions (vocabulary practice & consolidation); use of
past tenses in narration (grammar practice & consolidation); use of connectors within narration (building oral discourse
coherence, practice and consolidation of cohesive devices).
6. COMMUNICATIVE SKILLS: oral production (description of works of visual art paintings, expression of
feelings/emotions, story-telling/narration); oral interaction (opinion/impression exchange, negotiation); listening
comprehension (understanding narrated discourse).
7. MATERIALS: student handouts (colour-printed), PowerPoint presentation (laptop/overhead projector) (see annexes).
SS=students; T=teacher; IW=Individual Work; PW=Pair Work; GW=Group Work; O/C=Open class; WB=White Board LESSON PROCEDURE
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UNED ENCOURAGING ORAL SKILLS IN THE FOREIGN LANGUAGE CLASSROOM THROUGH ART AND CULTURE TASK 2
Adriana Bausells Espin March, 2015
What happened later? T gives some examples I think the
woman in the last picture [handout 1] is the same as in the first.
She felt sad, melancholic, because she had been thinking back
on her days as a young woman in [this town], when suddenly
she. T then asks one or two SS: What do you think? and
comments on their answers.
T projects slide 4 (one sets of pics; T says there is another set).
to achieve the tasks goal.
To provide ideas as a starting point and
to engage SS in the task.
4
TASK 2
10 PW
(same
pairs)
O/C
SS read instructions on handout. SS then start creating a story
around their 3 pictures following the guidelines (i.e. using some
of the vocabulary elicited during task 1 and applied to any of the
pictures, paying attention to the use of past tenses + linking
words). SS negotiate to agree on a plot first, and then narrate
their story together.
T monitors SS output and collects relevant mistakes (I.e. use of
adjectives, past tenses and linking words). T corrects mistakes
immediately only when necessary to prevent repetition during
SS narration of their story. At the end of the allocated time, T
shares relevant mistakes with SS for group correction and feeds
in useful language that may have been produced by SS during
the realization of the task.
To develop oral skills (speaking for
accuracy: use of past tenses in
narration; speaking for fluency:
narrating stories).
To develop textual skills: cohesive
strategies for connecting ideas during
oral narration (use of linking words).
To consolidate the relevant vocabulary.
5
TASK 3
12
GW
(same pair
+ another
pair with
same
handout)
SS get together with another pair with the same handout and
read instructions for TASK 3 together. Pairs tell each other their
stories first, and then try to combine them to create a new one.
SS can improvise and add new details or plot twists at their
discretion.
T monitors SS output, helps out when necessary by
checking/correcting language use (grammar/syntax) or by
providing vocabulary. T corrects mistakes during SS output to
prevent repetition of those mistakes.
SS, in their groups, re-tell the story to give it consistency and to
try to learn it as much as possible.
To develop oral skills (speaking for
fluency). Focus now is less on forms
and more on discourse (use of
cohesive strategies for oral narration).
To expand SS use of relevant
adjectives and to increase the
complexity of their stories/plots.
To provide opportunities for improvised
narration and unplanned oral discourse.
To provide SS with an opportunity to
interact with other members of the
group and share their stories.
To develop listening skills around
informal, semi-planned, peer oral
productions.
6
TASK 4
10 PW
(new pairs:
S with
handout 1
+ S with
handout 2)
SS pair up with someone from the other half of the class (i.e.,
someone who had the other handout/set of pictures). SS tell
each other the story behind their pictures, trying to reproduce the
one previously created but improvising at their own discretion (T
encourages SS to introduce new elements + plot twists).
T monitors, listens to SSs output and pays attention to
interesting or particularly creative stories/ideas/elements. T also
collects SS mistakes for further group correction.
T projects slide (slide 5) with both sets of pics so these are
visible to the whole class while they listen to each others stories.
To develop oral skills (speaking for
fluency). Focus now is less on forms
and more on discourse (use of
cohesive strategies for oral narration).
To provide opportunities for improvised
narration and unplanned oral discourse.
To provide SS with an opportunity to
interact with other members of the
group and share their stories.
To develop listening skills around
informal, semi-planned, peer oral
productions.
7
Closure
/ Feed-
back
8 O/C T calls attention to the whole group and invites SS to share
some of their stories, asking them to produce a short summary
of them, or to share some plot twists or story elements they have
found especially shocking, creative, funny, etc. of the stories
they have heard. T shares his/her own thoughts/findings. T
provides some feedback on SS performance (content +
language), and gathers SS impressions as well. If necessary, T
does some group correction of relevant mistakes.
T presents the expansion task and provides the necessary
instructions (character of the task obligatory/voluntary,
submission deadline, etc.).
To provide SS with an opportunity for
group feedback and to share interesting
information.
To provide SS with an opportunity to
share their views on the class and the
type of activities.
To provide SS with an opportunity to
expand the skills
developed/consolidated in class
through written practice, as well as with
an opportunity to learn about an artistic
movement (extension / development
task)
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UNED ENCOURAGING ORAL SKILLS IN THE FOREIGN LANGUAGE CLASSROOM THROUGH ART AND CULTURE TASK 2
Adriana Bausells Espin March, 2015
ANNEXES
STUDENT WORKSHEET 1 Task 1: Ask and answer these questions in pairs:
(3)
(3)
(2)
(1) (1) With which 3 adjectives would you describe this picture?
How does it make you feel? (Use 3 adjectives) Why?
(2) With which 3 adjectives would you describe this picture?
How does it make you feel? (Use 3 adjectives) Why?
(3) With which 3 adjectives would you describe this picture?
How does it make you feel? (Use 3 adjectives) Why?
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UNED ENCOURAGING ORAL SKILLS IN THE FOREIGN LANGUAGE CLASSROOM THROUGH ART AND CULTURE TASK 2
Adriana Bausells Espin March, 2015
Task 2
Part 1
It is often said that a picture is worth a thousand words. In your own words, what do you think is the story
behind these 3 pictures? What had happened before? What was happening then? What happened later?
With your partner, TELL your story following these guidelines:
What is the tone of the story? How do the characters feel? Include at least 4-6 of the
adjectives/adverbs you have used to describe them.
What is the order of the events? Pay attention to the use of past tenses.
How are these events linked together? Were the transitions smooth or abrupt? Use connectors and
adverbs of manner to create the mood, to give tension to your story (suddenly, luckily, etc.)
How about giving your pens and pencils a supporting role? Try to write ONLY key words or new ones (if
you need to remember them), and lets keep room for improvisation
Part 2
Now get together with another pair. Tell them your story and listen to theirs. Can you put ideas together to build
a more exciting story?
Can you remember the main points of your story? Does it have the necessary elements?
Part 3
Story-telling is a wonderful chance to share the workings of our imaginations. Now find a student who has
Worksheet 2, and tell them your story with as much embellishment and emotion as possible make them live
it!
EXPANSION TASK:
These pictures were painted by a German artist, Ernest Ludwig Kirchner, who was one of the founders and
main representatives of an artistic movement called German Expressionism. This movement flourished in the
first decades of the 20th century, before World War I.
At home, go to google images and type the name of the artist. Chose another of his paintings and write a 150-
200 word composition following these questions:
Describe it: what emotions does it convey? How does it make you feel, and why? (40-50 wds.)
What do you think is the story behind the picture? You can either try to imagine why Kirchner painted it
(that is, make the artist himself a character in your story), or invent a story around what is shown in the
picture. (100-150 wds.)
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UNED ENCOURAGING ORAL SKILLS IN THE FOREIGN LANGUAGE CLASSROOM THROUGH ART AND CULTURE TASK 2
Adriana Bausells Espin March, 2015
STUDENT WORKSHEET 2 Task 1: Ask and answer these questions in pairs:
(3)
(2)
(1) (1) With which 3 adjectives would you describe this picture?
How does it make you feel? (Use 3 adjectives) Why?
(2) With which 3 adjectives would you describe this picture?
How does it make you feel? (Use 3 adjectives) Why?
(3) With which 3 adjectives would you describe this picture?
How does it make you feel? (Use 3 adjectives) Why?
-
UNED ENCOURAGING ORAL SKILLS IN THE FOREIGN LANGUAGE CLASSROOM THROUGH ART AND CULTURE TASK 2
Adriana Bausells Espin March, 2015
Task 2
Part 1
It is often said that a picture is worth a thousand words. In your own words, what do you think is the story
behind these 3 pictures? What had happened before? What was happening then? What happened later?
With your partner, TELL your story following these guidelines:
What is the tone of the story? How do the characters feel? Include at least 4-6 of the
adjectives/adverbs you have used to describe them.
What is the order of the events? Pay attention to the use of past tenses.
How are these events linked together? Were the transitions smooth or abrupt? Use connectors and
adverbs of manner to create the mood, to give tension to your story (suddenly, luckily, etc.)
How about giving your pens and pencils a supporting role? Try to write ONLY key words or new ones (if
you need to remember them), and lets keep room for improvisation
Part 2
Now get together with another pair. Tell them your story and listen to theirs. Can you put ideas together to build
a more exciting story?
Can you remember the main points of your story? Does it have the necessary elements?
Part 3
Story-telling is a wonderful chance to share the workings of our imaginations. Now find a student who has
Worksheet 2, and tell them your story with as much embellishment and emotion as possible make them live
it!
EXPANSION TASK:
These pictures were painted by a German artist, Ernest Ludwig Kirchner, who was one of the founders and
main representatives of an artistic movement called German Expressionism. This movement flourished in the
first decades of the 20th century, before World War I.
At home, go to google images and type the name of the artist. Chose another of his paintings and write a 150-
200 word composition following these questions:
Describe it: what emotions does it convey? How does it make you feel, and why? (40-50 wds.)
What do you think is the story behind the picture? You can either try to imagine why Kirchner painted it
(that is, make the artist himself a character in your story), or invent a story around what is shown in the
picture. (100-150 wds.)
-
I find this picture
intriguing and
puzzling
To me, it is saddening,
pitiful
-
It makes me feel
melancholic She seems absorbed, like in a
daydreaming state
It gives me a
sense of
confussion; a
feeling of
loneliness
-
And to you?
How does it
make you feel?
-
With which 3 adjectives would you describe this picture? How does it make you feel? (Use 3 adjectives) Why?